10 A
global market?
a
1
b
Work in pairs. Look at the photos and discuss the questions. ● How many different adverts can you see? ● What products do you think the adverts are selling?
2 a Complete A in the Key vocabulary panel
.
10.1 Listen to three people talking about adverts. Is their attitude a) positive? b) negative? c) neutral?
b Listen again and make a note of 1 the product 2 the type of advert (e.g. flyer) 3 what they like or dislike about the adverts
7
1 I hate the way they show the adverts over and over on . 2 adverts in particular annoy me. 3 I don’t like the way they’re selling a ‘ ’. 4 I hate it when I get ads on my . 5 I don’t mind that we see posters and every day. 6 The last thing I want is more in my pocket! 7 What I liked was the fact that the advert was on his .
b Work in pairs. What adverts can you see in and around your town? Use the words in A to describe them to a partner.
3 a
4 a Listen again and complete the extracts.
b Which speaker has a similar opinion to you? Why?
5
Think of a) a type of advert or advertising that really annoys you, b) an interesting or original advertising campaign. Tell your partner about them.
6 Complete B in the Key vocabulary panel
.
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10.0 Key vocabulary Advertising A Types of advertising Look at the words and their definitions. Find an
●
example of each one in the photos. advert
a poster, short TV-film, or radio programme which is designed to persuade us to buy something
billboard a large board in a public place used for showing adverts
brand
the name of a product or group of products that are made by the same company
campaign a series of adverts flyer
an advert that is printed on paper and given to people in the street or through their door
logo
a symbol that represents an organisation or company
slogan
a short phrase that is easy to remember and is used to advertise something
Notice
advertising, advertisement, advert Use advertising to talk about the activity. Use advertisement to talk about a specific example. We often shorten advertisement to advert or ad. I really like this ad. Have you seen the new Coke advert?
c
7 a Look at the slogans below. Do you know what brand or product they are advertising?
B Expressing your opinion Look at the expressions and answer the questions. ● I hate the way… ● …in particular annoy me ● I don’t like the way… ● I hate it when… ● I don’t mind that… ● The last thing I want is more… ● What I liked was the fact that…
●
b Can you think of any other slogans? What are they selling? Which is your favourite? Why?
1 Which can you use to show a) a positive reaction? b) a negative reaction? c) a neutral reaction? 2 Which do you use with a) a clause (subject and verb)? b) a noun?
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10.1
Practise the present simple passive Talk about football & merchandising
Merchandising
Speaking
G
1
1
What is the connection between the photos on the right and the title of the lesson? merchandising (noun) selling clothes, books, toys and other items that are associated with a popular sports team, TV programme, film, etc.
2 2
●
●
● ● ● ●
●
Work in pairs. Discuss the questions. Do you (or does anyone you know) ever wear a football shirt? If so, what kind? Is it a local team or a national team? Is it a home shirt or an away shirt? Do you like football shirts? If not, why not? If yes, do you have a favourite? What do you like about it? What information does a football shirt normally have on it? In what way is a football shirt also an advert?
a
3
4
Listening 1
10.2 Listen to a sports journalist talking about football shirts. Which topic does she NOT talk about? a business sponsorship b fashion and identity c fake football shirts d her favourite T-shirt design e football as a symbol of globalisation
b
2 Work in pairs. Try to remember other things the
journalist said about each topic. Make notes. Then listen again and check.
3 Match extracts 1–6 to topics a–e in 1. 1 2 3 4
everyone wants the latest shirt there is a big market for imitation shirts the shirt advertises two things at the same time most football shirts are manufactured in the developing world 5 the shirt says something about you 6 it’s also an example of exploitation
c
4 a
Work in pairs. Do you agree with the points the journalist is making in these extracts? Why/Why not?
b What do you think football shirts symbolise? What do they say about the people who wear them?
Notice
latest We say latest to mean the most recent or the newest (it suggests that it is good). Everyone wants the latest shirt.
C d
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10.1 Grammar 1 Look at the sentences. What is important in these
sentences, a) the action? b) the people who do the action? ● Huge profits are made from the shirt sales. ● Football is followed all over the world. ● Football shirts are manufactured in the developing world.
5 Complete the description using the passive form of the verbs in 4.
This is a typical football shirt. It (1) in China. In fact, most football shirts (2) in China today. The shirts (3) to other countries in ships. Then they (4) in the shops. They (5) by football fans and they (6) by people all over the world.
2 a Complete the sentences with the people who are responsible. 1 The make huge profits from the sales. 2 follow football all over the world. 3 Football shirts are manufactured by .
6 Think of an object and how it is manufactured. Write
three or four sentences describing the process. Do not name the object. Can the class guess what it is?
First it’s written. Then it’s sold to a production company. Actors and locations are found and a lot of money is spent making it. Finally, it’s shown to the public.
b Compare the two sets of sentences and complete 1–6 in the Grammar Panel .
3 Turn to page 167 and underline all the examples of the passive in transcript 10.2. Which verbs have irregular past participles?
Passive (1): present simple We often use passive verb forms to focus on an action:
4 Look at the images. What process are they showing?
Form is/are + past participle:
Match a verb from the box to each step.
played all over the world. Football (1) Football shirts (2) seen everywhere.
buy make sell transport wear
The subject of the passive sentence is the object of the active sentence. (3) is played all over the world. People play (4) all over the world. Use to say who does the action in a passive We use (5) sentence. The clubs are sponsored (6) companies who want their logos on the shirts. See page 149 for grammar reference and more practice.
Speaking 1
Work in groups. Discuss the questions. What other products do you associate with merchandising? ● What items are most commonly merchandised? ● Have you ever bought anything because of the brand? Was it for yourself, or was it a present? ●
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10.2
Workwear or streetwear?
Practise the past simple passive Talk about clothes
Speaking
G
1
1
2
Discuss in pairs. When you go shopping for clothes ● do you tend to go to the same places? ● do you buy similar labels/styles/ colours? ● what’s most important for you when you’re buying clothes: the price, the quality, the design, the material, where they’re made? Work in pairs. Look at the photos of the American clothing company Carhartt. Discuss the questions. ● What, if anything, do you know about the brand? ● What kind of clothes does it sell? ● What price range do you think the clothes are in – low-cost, mid-price or luxury? ● What kind of people do you think shop at Carhartt? Would you like to shop there?
Reading
2
A brand transformed a Carhartt was originally founded to make work clothing
for railroad workers. In the 1890s, they became famous for their tough work overalls which they still sell today. They went on to manufacture durable, high technology materials resistant to flames, wind and water. Today Carhartt is commonly found on construction sites, farms, and ranches in the USA.
1 Read the newspaper article about Carhartt. Check your
b In the 1990s, Carhartt displayed its workwear for the
2 Look at these adjectives. Which do you associate with
first time at fashion shows. They became popular in countries like Japan, where trendy jeans and jackets were sold by the million. The brand became even more cool when rap groups and hip-hop artists wore their clothes on music videos, CD covers and on stage.
answers from Speaking 2. Who a) wears Carhartt clothes now? b) wore them in the past? workwear and which with streetwear?
cool durable fashionable high technology resistant stylish top quality tough trendy
3 Read the article again. In which paragraph (a–e) does the writer refer to 1 new clothes for new markets? 2 how the company started? 3 the way Carhartt is run? 4 the journalist’s opinion? 5 a link with the music world?
4
Work in pairs. Discuss the questions. What do you think is the writer’s attitude to Carhartt? Find words in the article to support your answer. ● According to the author, what makes Carhartt different from other clothing companies? ● Which is more important, the clothes themselves or the people behind the brand? How do you know? ●
c Carhartt clothes were even featured in the pages of Vogue
P
and Harper’s Bazaar when they launched their women’s range in 1997. Into the new century, the company continued to vary their styles of fashionable clothing, introducing caps, baggy jeans and their stylish T-shirts and hoodies to appeal to skateboarders and urban tribes.
s
1
d The company has always had a refreshingly different
image from other American clothing firms. From the start, Carhatt’s clothes were made in local factories in Kentucky and their employees were paid decent salaries. In this globalised world, they are still independently owned. e Carhartt has now become one of the best-known
clothing companies in the world, catering for a young, middle-class audience who can pay the high price tags for their fashion range. However, they still produce the workwear that originally brought them their reputation for top quality. It’s great that these two lines continue, it’s what makes their clothes different from the competition.
2
3
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10.2 Grammar 1 a Underline the verbs in the sentences. Are they in the past or the present? 1 They are still independently owned. 2 Carhartt was originally founded to make work clothing. 3 The company was started in the USA. It wasn’t founded in the UK.
b Complete 1–6 in the the Grammar panel correct form of the verb in brackets.
with the
From beach wear
2 a Read the article about the history of flip-flops. Underline the correct options.
to high fashion
10.3 Listen and check. Discuss the questions. b ● Do you like flip-flops? If not, why not? ● If yes, how many pairs have you got? ● Where and when do you wear them? ● Is there anywhere where you can’t wear them?
Apparently, the flip-flop as we know it today (1)was/is invented in New Zealand. Cheap and easy to make, the design (2)was/is based on Japanese sandals known as zori. For that reason, they (3)were/are first called jandals or Japanese sandals. However, the most famous examples of these rubber sandals today come from Brazil. The company Havaianas (4) is/was formed there in the 1960s, but the brand has only become famous abroad in recent years. Now, a large percentage of the world’s flip-flops (5)are/were made by this Brazilian company. In fact they have recently become an expensive fashion item and new Havaianas designs (6)are/were introduced all the time. This is ironic, considering that for millions of people in the world, flipflops are the only shoes they can afford to buy.
Passive (2): past simple Form was/were + past participle (+) The clothes (1) The company (2) the Year.
(make) in local factories. (give) the award of Retailer of
(−) The first shop (3) Shops (4)
(open) until 2003. (open) outside the USA until 1998.
(?) When (5) Where (6)
the company the clothes
(create)? (make)?
See page 149 for grammar reference and more practice.
Pronunciation: was/were strong & weak forms 1 a
10.4 Listen to the sentences. Notice the
difference in pronunciation between the strong, stressed forms /wɒz/ /wɜ:/ and the weak, unstressed forms /wəz/ /wə/ . 1 Was /wəz/ it made in Japan? Yes, it was /wɒz/ . 2 It was /wəz/ made in Japan. It was /wɒz/ n’t made in China. 3 Were /wə/ they made in Spain? Yes, they were /wɜ:/ . 4 They were /wə/ made in Spain. They were /wɜ:/ n’t made in Portugal.
b Listen again and repeat.
2 Look at the sentences. Choose the correct options.
Speaking & Vocabulary: describing clothes 1 a Look at the adjectives in the box. Which can you use to describe the clothes in picture a on page 108? Use a dictionary to help you. baggy bright colourful long-sleeved patterned plain short-sleeved striped tight
2 a
Work in pairs. Think of a favourite item of clothing. Describe it to your partner in as much detail as possible. Can he/she guess what it is?
We usually stress was and were in questions/short answers and negative/positive statements.
3
10.5 Work in pairs. Listen to three sentences. Write them down. Are they true for you? Compare your answers with a partner.
b What kind of T-shirts do you usually wear? Do you have a favourite? If yes, what does it look like?
It’s made of wool, it’s orange and green. It was given to me by my mother when I was a kid… I think it was made in Scotland…
b Do you and your partner have a similar taste in clothes?
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10.3
Compare international & traditional food
Pizza at the pyramids
S
1
2
a
c b
Listening
Vocabulary: adjectives
1
1 a Listen again. Look at the adjectives. Which two were
Look at the photos and answer the questions. 1 2 3 4
2
ancient beautiful delicious disgusting familiar fresh great international local modern mouth-watering nice processed warm wonderful
10.6 Listen to three people talking about the
photos. Check the answers to the questions in 1.
3 a Listen again and complete the extracts with the
b Decide if the adjectives are positive, negative or neutral. Positive: beautiful ...
2
Work in pairs. Which adjectives in 1 can you use to describe a) places? b) food? c) both? Think of something you have eaten recently to match each adjective.
missing adjectives.
1
2
3
4
5
...a coffee stand, with its smell and its
logo , its taste!
I bought an extra-large latte. The for keeping my hands nice and
thing !
1 a Look at the comments. Do you think they refer to a) international fast-food chains? b) traditional, local food? 1 They’re cheaper. 2 You always know what you’re going to get. 3 The food is prepared at the restaurant. 4 All the ingredients are fresh. 5 The service is quick and friendly.
A contrast in style and architecture, the and the ancient side by side... Why anyone wants to eat pizza at the pyramids when there are dates and falafel for sale outside for a fraction of the price, I really don't know! The interesting thing was the contrast: the colours of the dress, the mother holding the lamb, and the inevitable, fast-food label.
b How do the three people feel about the international fast-food brands in the photos? Do you agree with them?
4
Speaking
2
3
NOT used?
Where were they taken? What are the people doing in each photo? What do the photos have in common? Which is your favourite? Why?
b Write two more comments about a) and b). Read them to the class. Can they guess which category they are describing? Work in pairs. Discuss the questions. Are there international fast-food chains where you live? ● Which is the most popular? What kind of food is served there? What kind of people eat there? ● Do you ever eat there? Why/Why not? ●
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.
10.3 Speaking & Reading 1
Work in pairs. Look at the map and discuss these questions. ● What does it show? What information do you find most interesting? Why? ● Are there any Starbucks coffee shops in your town? If yes, do you ever go to them?
2
Look again more carefully and answer the questions. 1 Which continents provide the ingredients for the Starbucks products? 2 Which countries have the highest number of Starbucks outlets? 3 Are there any parts of the world where there aren’t any outlets? 4 What does the map tell you about the relationship between richer and poorer countries? 5 Do you know anything else about this chain?
3 Look again at the map and find words
that mean 1 the place that something comes from 2 across the world 3 a synonym for shop or outlet 4 a group of businesses that belong to the same company
4 a Use the correct form of the words in 3 to complete the text below.
Mr Bigg's may not be a (1)
franchise, but in its home country of Nigeria it is the biggest local fastfood (2) . It has more than 170 (3) in 46 Nigerian towns and cities. All the food comes from
local (4) . It sells international favourites like burgers and fries, but it’s the local food (for example, rice and tomato or bean pudding) which is most popular.
Mr Bigg’s – Nigeria’s favourite fast-food store
b Work in pairs. Would you like to eat at Mr Biggs? Why/Why not? Are there any similar food chains in your country? If yes, what kind of food do they serve?
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10.4 Functional language: describing a local dish
W
1 a
b
think it is? Can you get this in your town?
Intonation: echoing
10.7 Listen to two people discussing one of the
3 a Listen again and complete the description. Jollof rice is
(2)
cooked with and . It’s a traditional Western (4) dish. It’s served with moin moin, a (5) paste, made with steamed (6) and vegetables. It tastes great with (7) chicken. (3)
b Discuss in pairs. Do you have a similar dish in your country?
Focus on language 4
10.8 Listen to two people discussing the second
dish. What is the main ingredient?
P
7 You are in a restaurant in your town which serves
4
traditional local food. Think of three dishes that are sure to be on the menu. Write them on a piece of paper.
words and phrases in the box.
B Laver bread. It’s a (1)
Welsh fisherman’s dish.
A Laver bread? It doesn't look like bread to me. B No, A It
(2)
it’s boiled seaweed.
(3)
8 a
A What’s that?
disgusting!
3
Over to you
5 a Listen again and complete the conversation with the basically fried kind of looks served tastes typical
2
10.9 Listen to the exchanges below. Does the voice go up or down on the underlined words? 1 A What’s that? B Jollof rice. A Jollof rice? 2 A What’s that? B Laver bread. It’s a typical Welsh fisherman’s dish. A Laver bread? It doesn’t look like bread to me! Why does the voice go up? Listen again and repeat. Then repeat with a partner, paying special attention to the intonation.
photos. Which photo is it? (1)
1
them using the words and phrases in 5.
1 Look at the food in the photos. What kind of food do you 2
T
6 Think of three local dishes. Write short definitions of
Tune in
Work in pairs. Student A, you are in the restaurant with a visitor from another country. Show the menu (from 7) to student B. Student B, you are a visitor from another country. You don’t understand the menu. Ask your friend to help.
b Swap roles and repeat the situation.
9
Which dish was most difficult to explain? Why? Try to explain the dish to the class.
5
B I know, but it (4)
great – believe me. It’s usually with bacon fat and (6) with cockles.
(5)
A Cockles? B Yes, a (7)
shellfish. Look, they’re eating them at the table over there.
b
Would you like to try laver bread?
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